|Name||Bevendean Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 January 2012|
|Address||Heath Hill Avenue, Lower Bevendean, Brighton, East Sussex, BN2 4JP|
|Religious Character||Does Not Apply|
|Number of Pupils||348 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.7|
|Local Authority||Brighton and Hove|
|Percentage Free School Meals||37.6%|
|Percentage English is Not First Language||8.3%|
Information about the school
Bevendean Primary is much larger than the average-sized primary school. The proportion of pupils who have a minority ethnic heritage is lower than the national average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who are known to be eligible for free school meals is well above that found nationally. Nearly one fifth of pupils are disabled and/or have special educational needs. The majority of these have behavioural, emotional or social difficulties or have speech, language or communication needs. The school also hosts a specially resourced provision for pupils with special educational needs, known as the Launch Pad, for eight pupils who have hearing impairments and who are supported by a statement of special educational needs. They are on the roll of the school and are fully included in all aspects of the school’s provision. Nearly one fifth of pupils join or leave the school part-way through their education. The school meets the current floor standards. Children in the Early Years Foundation Stage attend part time in the Nursery and attend Reception full time in one of two classes. The school runs a breakfast club every day.
Bevendean Primary is a good school. Attainment is now average and improving, as shown by the rising proportion of pupils gaining expected levels by the end of Key Stages 1 and 2. Pupils make good progress overall relative to their starting points. Achievement in mathematics and in reading, which had been a focus for leaders and managers, has accelerated rapidly as a result of good teaching. Pupils’ progress in Key Stage 1 is not as consistently strong in all lessons. Groups of pupils make good progress, including those with disabilities and special educational needs, those who are known to be eligible for free school meals and those who are in the Launch Pad. Teaching is typically good overall, enabling pupils to make accelerated progress. It is not consistently good in all lessons because the pace and the challenge for pupils are not always at the same high level. Teachers’ use of assessment, which is good overall, is not consistently embedded at Key Stage 1. The school provides high quality support for pupils with disabilities and those with special educational needs and those whose circumstances may make them vulnerable. This, in addition to very effective partnerships, helps pupils to succeed. Pupils feel very safe in school. They behave well and the school’s emphases on respect, positive relationships and strong moral and social development prepare them well for life in the modern world. Opportunities to appreciate different cultures and beliefs beyond school are fewer. The strong leadership of the headteacher, supported well by the governing body and leaders and managers, has led to improvements since the last inspection. Improvements in the curriculum have accelerated progress in reading and mathematics. Pupils enjoy opportunities to apply their skills in a range of contexts, although these are not consistently offered in all subjects. Leaders and managers know the school’s strengths and weaknesses well and plan effectively to bring about further improvements.